Teaching units – examples
| Direct object of learning | Indirect object of learning |
|---|---|
| Historical enquiry and subject matter | Second-order concepts and source work |
| What were the causes for the Scramble of Africa? | Causation |
| Why was the decolonization process in Rhodesia so conflict-ridden? | Causes and Consequences |
| Why did some European countries turn into Dictatorships during the Inter-War years? A comparative study of Sweden, Italy and Germany | Causation |
| Comparison and Contrast | |
| Actor and Structure | |
| Who was to blame for the outbreak of the Cold War? – Different interpretations | Causation |
| How radical was Swedish society in the 1960 and 70s? | Continuity and Change |
| What contributed to the Modernization of Europe during the late 1,600- and early 1700 century? | Causation |
| Continuity and Change |
| Direct object of learning | Indirect object of learning |
|---|---|
| Historical enquiry and subject matter | Second-order concepts and source work |
| What were the causes for the Scramble of Africa? | Causation |
| Why was the decolonization process in Rhodesia so conflict-ridden? | Causes and Consequences |
| Why did some European countries turn into Dictatorships during the Inter-War years? A comparative study of Sweden, Italy and Germany | Causation |
| Comparison and Contrast | |
| Actor and Structure | |
| Who was to blame for the outbreak of the Cold War? – Different interpretations | Causation |
| How radical was Swedish society in the 1960 and 70s? | Continuity and Change |
| What contributed to the Modernization of Europe during the late 1,600- and early 1700 century? | Causation |
| Continuity and Change |
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